Lower Primary School Parent Handbook - DragonNet - Hong Kong ...

Research-Based
Literacy Instruction
In order to attain our high literacy standards, the Lower Primary has established a
Balanced Approach to Literacy Instruction. The key instructional strategies which
make up this approach are effective in addressing the literacy needs of young
learners. All our teachers utilize these strategies in appropriate ways to ensure that
our students make progress toward the benchmarks for their grade level. When
visiting your child’s classroom you will see students engaged in these reading and
writing activities. Teachers balance time between whole class instruction, small group
instruction, and individual conferences, in order to differentiate and meet the needs of
all students.
Balanced Literacy
READING WRITING
Reading Workshop
Students receive direct, explicit instruction in reading
strategies and are allowed to choose books independently
with guidance from teachers, based on ongoing
assessments. An emphasis is placed on comprehension and
independence, with structures in place that allow students
time to talk and share thinking with others. A “reading
community” is created, where students learn to take risks
and read a lot! Celebrations typically mark the end of a
reading unit/cycle.
Interactive Read Aloud with Accountable Talk
The teacher reads aloud to the whole class or small groups
from a carefully selected body of children's literature which
contains a variety of genres and represents our diverse
society. As teachers read, they stop to model their thinking
for students. At the end of a read aloud teachers may
conduct a whole class discussion. Favorite texts, selected for
special features, are reread many times.
Shared Reading
Using an enlarged text so that all children can see, the
teacher involves children in reading together following a
pointer. The process often includes reading big books,
poems, songs and student writing, so that students develop
concepts of print, phonemic awareness, and deeper
comprehension.
Guided Reading
The teacher works with small groups who have similar
reading processes. The teacher selects and introduces
new books and supports children reading the whole text
to themselves, making teaching points during and after the
reading.
Writing Workshop
Students generate ideas and author their own pieces
across the school year. The teacher gives explicit instruction
about the many different writing genres and strategies, and
regularly models for students his or her own writing. Students
then spend solid amounts of time everyday composing and
drafting their own pieces, following an authentic writing
process that leads them through revision and publication
at the end of each writing cycle. Parents are often invited
to class events, where students celebrate their published
pieces!
Shared Writing
Teacher and children work together to compose messages
and stories. The teacher supports the process as a scribe.
Interactive Writing
As in shared writing, the teacher and the children compose
messages and stories that are written using a “shared pen”
technique that involves children in the composition and
transcription of the text.
Guided Writing
Children engage in writing a variety of texts. The teacher
guides the process and provides instruction through mini
lessons and conferences.
Word Study
Woven through the activities in this framework, teachers
have opportunities to help children notice and use letters
and words. Students develop their understanding of the
English language and how words work. Knowledge is further
fostered through the use of word walls and other writing
tools.
Adapted from: Fountas, I. and Gay Su Pinnell. 1996. Guided Reading: Good First Teaching for All Children. Portsmouth,
NH: Heinemann, pp. 22-23.
46 Hong Hong International School